Module EFPM919 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM919: Critical Perspectives on Inclusive Education
This module descriptor refers to the 2021/2 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover critical questions such as the following drawn from three overarching themes:
Inclusive Education and Disability Studies
- What do we mean by Critical International Perspectives on Special and Inclusive Education?
- What are the choices and tensions associated with inclusive education?
- How is disability presented in popular culture?
- What is the role of Rights in inclusive education?
Inclusive Education and Globalisation
- Is inclusion a global concern?
- What are the barriers to learning and participation in schooling?
- What can we learn from Indigenous cultures about inclusion?
Inclusive Education and Inclusive Pedagogy
- Does the capability approach address current issues in special and inclusive education field?
- What is the impact of inclusion and exclusion in educational contexts?
- Is Inclusion incompatible with a ‘what works’ culture?
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
30.5 | 269.5 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activities | 15 | 10 x 90 minute lectures |
Scheduled Learning and Teaching Activities | 15 | 10 x 90 minute seminars |
Scheduled Learning and Teaching Activities | 0.5 | 30 minutes tutor support for assessment |
Guided Independent Study | 68.5 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
Guided Independent Study | 76 | Completion of formative assignment tasks |
Guided Independent Study | 125 | Completion of summative assignment tasks |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Web based and electronic resources:
Enabling Education Network: http://www.eenet.org.uk/
CSIE (Centre for Studies in Inclusive Education) http://www.csie.org.uk/
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Presentation | (1,500 word equivalent) | 2, 5, 6 & 7 | Written tutor feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Written Essay 1 | 50 | 3,000 words | 2-7 | Written and grade |
Written Essay 2 | 50 | 3,000 words | 1-7 | Written and grade |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written Essay 1 | Written Essay (3,000 words) | 2-7 | 6 Weeks |
Written Essay 2 | Written Essay (3,000 words) | 1-7 | 6 Weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Core Text
Lawrence-Brown, D., & Sapon-Shevin, M. (2015). Condition critical—Key principles for equitable and inclusive education. Teachers College Press.
Inclusive Education and Disability Studies
Informing educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.ees, K. (2017) Models of disability and the categorisation of learners with severe and profound learning difficulties: Informing educational approaches based on an understanding of individual needs. Educational & Child Psychology. 34 (4) 30-39.
Reindal, S. M. (2008). A social relational model of disability: a theoretical framework for special needs education?. European Journal of Special Needs Education, 23(2), 135-146.
Runswick-Cole, K. & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198-203.
Inclusive Education and Globalisation
Artiles, A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62., A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing inclusive education, 37-62.
Miles, S. and Singal, N. (2010) The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education, 14, (1): 1 -15.
Srivastava M. Boerb, A. and Pijl, S. J. (2015) Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Education Review, 67 (2): 179–195.
UNESCO (2020) Inclusive education: children with disabilities, Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education, Paris: UNESCO.
Inclusive Education and Inclusive Pedagogy
Felder, F. (2018). The Value of Inclusion. Journal of Philosophy of Education, 52(1), 54-70.
Norwich, B. (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
Qvortrup, A., & Qvortrup, L. (2017). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education.1-15.
Slee, Roger. The irregular school: Exclusion, schooling and inclusive education. Taylor & Francis, 2011.